Abstract
ABSTRACT The widespread occurrence in undergraduate academic achievement studies of such measures as Grade Point Average and degree class is re‐examined in the light of evidence to indicate that these constructs may not be unitary. Performance data for a sample of (N = 88) University undergraduates when analysed in terms of a broadly perceived Apritude‐Treatment‐Interaction system, are used to illustrate both the manifold nature of student academic achievement as a dependent variable and the critically active role of the data analyst when operating within this system. By employing a particular set of aptitude predictors drawn from the personality domain, varying patterns of interrelationship with performance can be delineated as a function of the level and kind of articulation applied to the measures under inspection.
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